While most teachers do not think that they have enough planning time for Inclusion to be the most effective, they generally believe it is the most effective model for educating all students (Scruggs & Matropieri, 1996).
Higher Grades - Students served in inclusive classrooms earned higher grades, achieved higher or comparable scores on standardized tests, committed no more behavioral infractions, and attended more days of school than students served in the pullout program (Rea, McLauglin, & Walther-Thomas, 2001).
Regular Education Students - In Gandhi’s study (2007), regular education students did not suffer from inclusion practices if there were plenty of supports, as per parental concerns. In fact, many excelled due to the practices common in an inclusive classroom aide all students’ achievement.
Elementary Educators - Generally, Elementary educators like the Inclusion Model and enjoy having the instructional aides and resource people in the classroom (Idol, 2006).
Upper levels - Secondary and High School educators have no problem with the inclusion models academically but did not like dealing with behavior problems. Many would choose resource room over inclusion (Idol, 2006).
Supports- The better support that a school has, in reference to the education plan for the child, the better the Inclusion Model is, the higher level of success is achieved. If a team i.e. student, parents, teachers, administration, support staff, are all on the same page, then inclusion works extremely well for all students (Webb, Greco, Sloper, & Beecham, 2008)
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